This is the blog for Hempstead Writing Across the Curriculum
Monday, February 14, 2011
Assessment for Learning
Think of how your students are or could be using writing as a means for assessment. Rather than thinking of assessment as an end, consider how it can used as a learning tool. Describe your idea(s).
After finishing The House on Mango Street this week, I asked students to assess their own learning on a form I created. The form included a few sections where they would have to write a couple of sentences. It wasn't much, but I hope it will help them focus on what they can do better next time.
My students recently wrote existentialist fables, and I experimented with writing an assessment that was quite simple, based only on two criteria: existentialist characteristics and writing style. Since they were fables, the length was set at only one to two pages. Rather ironically, the simple assessment criteria brought more interest and creativity, and more lengthy papers than I had ever received before. After writing the first draft, they exchanged each other's papers and gave each other written feedback according to the two criteria. After revision, the students simply added on to the original assessments to indicate what was changed/added before making their final evaluation. This experience makes me wonder if less begets more!
I am trying to create a series of "What If" statements in my Anatomy classes that will cause my students to be awe-struck by how a muscle works. I essentially want to use the statements for journal entries, and through their responses, get a glimpse of their knowledge base before taking a summative test.
When students turn in their career research essays, they also complete a written self-evaluation where they can respond to three guide questions. They can discuss their professionalism and work ethic, their writing strengths and improvement areas, and ways the teacher can improve the learning process. Usually students are eager to do this because they get to reflect and also because they love to tell me how to do my job better.
While our students are reading Lord of The Flies, the write a persuasive paragraph on hunting. After the students finish the paragraph, they highlight what they have written according to our instructions. This helps the student to visually see what they are missing in the paragraph. This is also a great way for them to assess their writing. The students are given a rubric to follow. We could have them give themselves points after they are finished with the paragraph for self-assessment. This might also be a good time for peer editing. We have not had the students assess their own learning in this way before. We are a little cautious when it comes to peer editing in an accommodations classroom. What would be the best way to help our students with peer editing and still have the students be respectful towards their peers?
In Practical English 3-4 the students use a graphic organizer to take notes to prepare for a compare/contrast essay. Afterwords they choose the items to compare/contrast and fill our a modified paragraph diagram from the KU strategy. For the students to do a self edit, they highlight the parts of the diagram to coincide with their paper. This ensures that the students have remembered all of the parts of the diagram. Theresa and I use the same format for a persuasive paragraph in Acc Eng. 4.
On the last quiz in AP Statistics, I had the students explain p-value. As I graded the quizzes, it became clear to me that the students could plug the numbers into the formulas and get the "correct" answers, but they had no idea what the numbers meant. We spent another day reviewing the topic and talking about meaning again. The students then had to go back and correct their quizzes. It really helped the students clarify their understanding of what they were doing. Next year, I think I will have them write about the meaning before they take the quiz.
Hey Steph, Here is a real life "What if" statement for you.
What if I cannot lift my shoulder above my head because I have already worn the muscles out from hitting volleyballs for 30 years? Will I be able to dress myself 5 years from now?
With the goal of getting my students in World Literature to be open to different view points and world views, I have students adopt a specific lens through which to view a literary piece or character. For an example, after reading the creation story in Genesis, students reflected on the story through the gender lens: what observations/thoughts/truths might we see when looking at the story specifically from the female and male lenses? In another instance, we chose one of the characters in a Cheyenne myth and explored that character through the psychological lens. What motives are driving this character? What life experiences might have impacted his/her decisions? This exercise helps me discern their comprehension of the piece and strengthens students' analysis and empathy skills.
Prior to reading The Odyssey, students are given a chart that outlines the characteristics/elements of an epic. As they read,they are required to record specific details of the Odyssey that fit these epic qualities. When we have completed the reading, students are required to use the Myaccess writing program to complete an essay analyzing these elements as presented in The Odyssey. I also give them an extra-credit option to write a similar essay in regards to a movie or book they have read that fits the qualities of an epic.
After finishing The House on Mango Street this week, I asked students to assess their own learning on a form I created. The form included a few sections where they would have to write a couple of sentences. It wasn't much, but I hope it will help them focus on what they can do better next time.
ReplyDeleteMy students recently wrote existentialist fables, and I experimented with writing an assessment that was quite simple, based only on two criteria: existentialist characteristics and writing style. Since they were fables, the length was set at only one to two pages. Rather ironically, the simple assessment criteria brought more interest and creativity, and more lengthy papers than I had ever received before. After writing the first draft, they exchanged each other's papers and gave each other written feedback according to the two criteria. After revision, the students simply added on to the original assessments to indicate what was changed/added before making their final evaluation. This experience makes me wonder if less begets more!
ReplyDeleteI am trying to create a series of "What If" statements in my Anatomy classes that will cause my students to be awe-struck by how a muscle works. I essentially want to use the statements for journal entries, and through their responses, get a glimpse of their knowledge base before taking a summative test.
ReplyDeleteWhen students turn in their career research essays, they also complete a written self-evaluation where they can respond to three guide questions. They can discuss their professionalism and work ethic, their writing strengths and improvement areas, and ways the teacher can improve the learning process. Usually students are eager to do this because they get to reflect and also because they love to tell me how to do my job better.
ReplyDeleteWhile our students are reading Lord of The Flies, the write a persuasive paragraph on hunting. After the students finish the paragraph, they highlight what they have written according to our instructions. This helps the student to visually see what they are missing in the paragraph. This is also a great way for them to assess their writing. The students are given a rubric to follow. We could have them give themselves points after they are finished with the paragraph for self-assessment. This might also be a good time for peer editing. We have not had the students assess their own learning in this way before. We are a little cautious when it comes to peer editing in an accommodations classroom. What would be the best way to help our students with peer editing and still have the students be respectful towards their peers?
ReplyDeleteIn Practical English 3-4 the students use a graphic organizer to take notes to prepare for a compare/contrast essay. Afterwords they choose the items to compare/contrast and fill our a modified paragraph diagram from the KU strategy. For the students to do a self edit, they highlight the parts of the diagram to coincide with their paper. This ensures that the students have remembered all of the parts of the diagram. Theresa and I use the same format for a persuasive paragraph in Acc Eng. 4.
ReplyDeleteOn the last quiz in AP Statistics, I had the students explain p-value. As I graded the quizzes, it became clear to me that the students could plug the numbers into the formulas and get the "correct" answers, but they had no idea what the numbers meant. We spent another day reviewing the topic and talking about meaning again. The students then had to go back and correct their quizzes. It really helped the students clarify their understanding of what they were doing. Next year, I think I will have them write about the meaning before they take the quiz.
ReplyDeleteHey Steph,
ReplyDeleteHere is a real life "What if" statement for you.
What if I cannot lift my shoulder above my head because I have already worn the muscles out from hitting volleyballs for 30 years? Will I be able to dress myself 5 years from now?
With the goal of getting my students in World Literature to be open to different view points and world views, I have students adopt a specific lens through which to view a literary piece or character. For an example, after reading the creation story in Genesis, students reflected on the story through the gender lens: what observations/thoughts/truths might we see when looking at the story specifically from the female and male lenses? In another instance, we chose one of the characters in a Cheyenne myth and explored that character through the psychological lens. What motives are driving this character? What life experiences might have impacted his/her decisions? This exercise helps me discern their comprehension of the piece and strengthens students' analysis and empathy skills.
ReplyDeletePrior to reading The Odyssey, students are given a chart that outlines the characteristics/elements of an epic. As they read,they are required to record specific details of the Odyssey that fit these epic qualities. When we have completed the reading, students are required to use the Myaccess writing program to complete an essay analyzing these elements as presented in The Odyssey. I also give them an extra-credit option to write a similar essay in regards to a movie or book they have read that fits the qualities of an epic.
ReplyDeletethis is a great resource!
ReplyDelete